Classroom Management

Classroom

Management

What is Classroom

Management?

– It’s effective discipline

– It’s being prepared for class – It’s motivating your students

– It’s providing a safe, comfortable learning environment

– It’s building your students’ self esteem

– It’s being creative and imaginative in daily lessons

. . . It’s different for

EVERYONE!!

WHY?

– Not all management strategies are effective for every teacher

• Try different strategies to see if

they work for you

Why is Classroom

Management Important?

• Satisfaction and enjoyment in

teaching are dependent upon

leading students to cooperate

• Classroom management

issues are of highest concern

for beginning teachers

Principles for successful

classroom management

• Deal with disruptive behaviors but also manage to minimize off-task,

non-disruptive behaviors

• Teach students to manage their own behavior

• Students learn to be on-task and

engaged in the learning activities you have planned for them

Techniques for Better

Classroom Control

• Focus attention on entire class

• Don’t talk over student chatter

• Silence can be effective

• Use softer voice so students really

have to listen to what you’re

saying

• Direct your instruction so that

students know what is going to

happen

Techniques for Better

Classroom Control

• Monitor groups of students to check progress

• Move around the room so students have to pay attention more readily • Give students non-verbal cues

• Engage in low profile intervention of disruptions

• Make sure classroom is comfortable and safe

Techniques for Better

Classroom Control

• Over plan your lessons to ensure you fill the period with learning activities • Come to class prepared • Show confidence in your teaching • Learn student names as quickly as possible

Transition vs. Allocated

Time

• Allocated time: the time periods you

intend for your students to be engaged in learning activities

• Transition time: time periods that exist

between times allocated for learning activities

– Examples

• Getting students assembled and attentive • Assigning reading and directing to begin

• Getting students’ attention away from reading and preparing for class discussion

Transition vs. Allocated

Time

• The Goal:

– Increase the variety of learning

activities but decrease transition

time.

• Student engagement and

on-task behaviors are dependent

on how smoothly and

efficiently teachers move from

one learning activity to another

Withitness

• Withitness refers to a

teacher’s awareness of

what is going on in the

classroom

A teacher has “withitness” if:

• When discipline problems occur, the teacher consistently takes action to suppress the misbehavior of exactly those students who instigated the problem

• When two discipline problems arise

concurrently, the teacher deals with the most serious first

• The teacher decisively handles

instances of off-task behavior before the behaviors either get out of hand or are modeled by others

Withitness (continued)

• When handling misbehavior –

make sure all students learn what

is unacceptable about that

behavior

• Getting angry or stressed does not

reduce future misbehavior

• Deal with misbehavior without

disrupting the learning activity

Jones’ study of off-task

behaviors

• 99% of off-task behaviors take one

of several forms

– Talking out of turn – Clowning

– Daydreaming

– Moving about without permission

• Antisocial, dangerous behaviors

make up a fraction of the time

students spend off-task

Proximity and Body

Language

• Eye contact, facial expressions,

gestures, physical proximity to

students, and the way you carry

yourself will communicate that you

are in calm control of the class

and mean to be taken seriously.

• Be free to roam

• Avoid turning

back to class

Cooperation through

communication

• Verbalize descriptions of behaviors and never value judgments about

individuals

• Verbalize feelings but remain in control • DO NOT USE SARCASM

• Do not place labels (good or bad)

• Do not get students hooked on praise

– Praise the work and behavior – not the students themselves

• Speak only to people when they are ready to listen

Classroom Rules For

Conduct

• Formalized statements that provide

students with general guidelines for the types of behaviors that are required

and the types that are prohibited

• A few rules are easier to remember than many rules

• Each rule in a small set of rules is more important than each rule in a large set of rules

Necessary classroom rules

of conduct

• Maximizes on-task behaviors and minimize off-task (esp. disruptive) behaviors

• Secures the safety and comfort of the learning environment

• Prevents the activities of the class from disturbing other classes

• Maintains acceptable standards of decorum among students, school

personnel, and visitors to the school campus

Establishing a

“Businesslike”

Atmosphere

. . . Or, “Don’t Smile until

Christmas”

A Businesslike Atmosphere

• Take advantage of the first days of

class

• Establish an environment in which

achieving specified learning goals

takes priority over other concerns

• It is much easier to establish this

environment from the beginning

rather than later

5 steps

1. Take advantage of the new school year or term to set the stage for cooperation

2. Be particularly prepared and organized

3. Minimize transition time

4. Utilize a communication style that establishing non-threatening,

comfortable environment

5. Clearly establish expectations for conduct

Beginning a new year

• Take advantage of initial

uncertainty

• Ride your “fences”

• PLAN for a favorable beginning

– Classroom/lab organization – Ongoing routines

• Use learning activities with

easy-to-follow, uncomplicated directions

• Use a disclosure statement

Disclosure Statement

• Used to clearly communicate

expectations to students and

parents

• Refer back to the guidelines

throughout the term

Components of Disclosure

Statement

• Basic Course Outline • Grading Procedures

– Include procedures for making up missed work, extra credit, homework expected, etc.

• Attendance Policies (should be consistent with school policy)

• Other class rules, policies, procedures • Safety considerations as necessary

• Accommodation for disabilities statement • Signature of student and parent/guardian

Room/lab arrangement

• Make sure all students can see and hear clearly (and you can see them clearly)

• Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.)

• Allow room and easy access for proximity control

• Think through class procedures and learning activities and arrange the room in the best possible way

Dealing with

misbehavior

Functions of Behavior

• Every behavior has a function

• Four primary reasons for disruptive behavior in the classroom

– Power

– Revenge

– Attention

– Want to be left alone (i.e., disinterest or feelings of inadequacy)

Functions of Behavior

• Many misbehaviors exhibited by

students are responses to a behavior exhibited by the teacher

• Do not tolerate undesirable behaviors no matter what the excuse

• Understanding why a person exhibits a behavior is no reason to tolerate it

• Understanding the function of a

behavior will help in knowing how to deal with that behavior

Dealing with off-task

behaviors

• Remain focused and calm; organize thoughts

• Either respond decisively or ignore it all together

• Distinguish between off-task behaviors and off-task behavior patterns

• Control the time and place for dealing with off-task behavior

• Provide students with dignified ways to terminate off-task behaviors

Dealing with off-task

behaviors

• Avoid playing detective

• Utilize alternative lesson plans • Utilize the help of colleagues • Utilize the help of guardians • DO NOT USE CORPORAL

PUNISHMENT

– A form of contrived punishment in which physical pain or discomfort is intentionally inflicted upon an individual for the purpose of trying to get that individual to be sorry he or she displayed a particular behavior

Modifying off-task behavior

patterns

• Use the principle of “Extinction”

– Whenever the positive rein forcers for a person’s voluntary behavior pattern are removed or cease to exist, the person will begin to discontinue that behavior

• Specify the exact behavior pattern to extinguish

• Identify positive reinforcers for the behavior

• Plan to eliminate positive reinforcement • Establish a realistic time schedule

• Implement the plan

• Evaluate the effectiveness by observing behavior

Modifying off-task behavior

patterns

• Use the principle of “Shaping”

– Reinforce behaviors that are similar to the behavior to be learned

– Subsequent actions that are more like the behavior to be learned than previous

actions are reinforced

– Subsequent actions that are less like the behavior to be learned than previous

Attention Seeking Behavior

• Attention-seeking students prefer

being punished, admonished, or

criticized to being ignored

• Give attention to this student when

he or she is on-task and

cooperating

• “Catch them being good!” – and let

them know you caught them

Power Seeking Behavior

• Power-seeking students attempt to

provoke teachers into a struggle of

wills

• In most cases, the teacher should

direct attention to other members

of the class

Behavior: Rambling -- wandering around and off the subject. Using far-fetched

examples or analogies.

POSSIBLE RESPONSES:

 Refocus attention by restating relevant point.

 Direct questions to group that is back on the subject

 Ask how topic relates to current topic being discussed.

 Use visual aids, begin to write on board, turn on overhead projector.

 Say: "Would you summarize your main point please?" or "Are you asking...?"

Behavior: Shyness or Silence -- lack of participation

POSSIBLE RESPONSES:

o Change teaching strategies from group discussion to individual written exercises or a videotape

o Give strong positive reinforcement for any contribution.

o Involve by directly asking him/her a question.

o Make eye contact.

Behavior: Talkativeness -- knowing

everything, manipulation, chronic whining.

POSSIBLE RESPONSES:

o Acknowledge comments made.

o Give limited time to express viewpoint or feelings, and then move on.

o Make eye contact with another participant and move toward that person.

o Give the person individual attention during breaks.

o Say: "That's an interesting point. Now let's see what other other people think."

Behavior: Sharpshooting -- trying to shoot you down or trip you up.

POSSIBLE RESPONSES:

o Admit that you do not know the answer and redirect the question the group or the individual who asked it.

o Acknowledge that this is a joint learning experience.

Behavior: Heckling/Arguing -- disagreeing with everything you say; making personal

attacks.

POSSIBLE RESPONSES:

Redirect question to group or supportive individuals.

Recognize participant's feelings and move one.

Acknowledge positive points.

Say: "I appreciate your comments,

but I'd like to hear from others," or "It looks like we disagree."

Behavior: Grandstanding -- getting caught up in one's own agenda or thoughts to the

detriment of other learners. POSSIBLE RESPONSES:

o Say: "You are entitled to your opinion, belief or feelings, but now it's time we moved on to the next subject," or

o "Can you restate that as a question?" or o "We'd like to hear more about that if

Behavior: Overt Hostility/Resistance --angry, belligerent, combative behavior.

POSSIBLE RESPONSES:

o Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it.

o Respond to fear, not hostility.

o Remain calm and polite. Keep your temper in check.

o Don't disagree, but build on or around what has been said.

o Move closer to the hostile person, maintain eye contact.

o Always allow him or her a way to gracefully retreat from the confrontation.

Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior (continued)

POSSIBLE RESPONSES:

 Say: "You seem really angry. Does anyone else feel this way?" Solicit peer pressure.

 Do not accept the premise or underlying

assumption, if it is false or prejudicial, e.g., "If by "queer" you mean homosexual..."

 Allow individual to solve the problem being

addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position.

 Ignore behavior.

 Talk to him or her privately during a break.

 As a last resort, privately ask the individual to leave class for the good of the group.

Behavior: Griping -- maybe legitimate complaining.

POSSIBLE RESPONSES:

o Point out that we can't change policy here.

o Validate his/her point.

o Indicate you'll discuss the problem with the participant privately.

Behavior: Side Conversations -- may be related to subject or personal. Distracts group members and

you.

POSSIBLE RESPONSES:

 Don't embarrass talkers.

 Ask their opinion on topic being discussed.

 Ask talkers if they would like to share their ideas.

 Casually move toward those talking.

 Make eye contact with them.

 Standing near the talkers, ask a near-by participant a question so that the new discussion is near the talkers.

School Policies

How to stay out of

trouble

Be familiar with school

policies from the start!

Policies relating directly to students:

• Attendance/Tardy Policy

• Academic/Grading Policies

• Telephone use (school phones, cell, pagers)

• Student Dress and Grooming Policies • Safe School Policies

– Weapons, fighting, intimidation, verbal abuse, etc.

• Alcohol, Tobacco, and Drug Policies • Sexual Harassment Policy

Policies you’ll need to be

aware of as a teacher

• Internet/Email use policies

• Family Educational Rights and Privacy Act (FERPA) Policies

• Policies regarding the reporting of abuse, neglect, suicide threats, etc.

• Emergency procedures

– Fire, earthquake, bomb threat, intruder, etc.

• Field Trip policies

• Accident reporting procedures • Reporting academic progress • Purchasing guidelines

• Substitute teachers

– Requests for, planning, etc.

• Use of videos, movies, and instructional materials

If you advise a student

group (CTSO):

• Be familiar with:

– Travel policies

– Fundraising policies

– Activity absence policies